Reading 2nd Grade Words with Irregular Spellings

By (date), when given a list of (100) priority second grade words with irregular spellings, (name) will read (80/100)... target words aloud with automaticity and in (4 out of 5 sight word activities) as measured by (teacher- charted records).
  • By (date), when given a list of (100) priority second grade sight words to practice for homework then with a peer in their class, (name) will read (80/100) target words aloud with automaticity and in (4 out of 5 sight word activities) as measured by (teacher- charted records).
  • By (date), when given (100) priority second grade sight words written on flash cards to practice for homework then with a peer in their class, (name) will read (80/100) target words aloud with automaticity and in (4 out of 5 sight word activities) as measured by (teacher- charted records).
  • By (date), when given a list of (50) priority second grade sight words with picture support and a peer coach after receiving additional sight word practice for homework and in class during a sight word activity, (name) will read (40/50) target words aloud with automaticity and in (4 out of 5 sight word activities) as measured by (teacher- charted records)..

UDL Strategies About UDL

  • UDL I 3.3 Guide information processing, visualization, and manipulation
    Instead of teachers providing students with a list of words, teachers can write the targeted sight words on flash cards. Using the flash cards, teachers can sit with the student and have the student read each card that is being held up.
  • UDL II 5.3 Build fluencies with graduated levels of support for practice and performance
    Before students read the list of words to the teacher, students can first practice reading the list in different settings. For example, students can first read the list of words for homework then with a peer in their class then a student in a class that is two grade levels above or below, finally the student can then attempt to read the list to the teacher.
  • Optimize relevance, value, and authenticity
    Instead of teachers presenting the 100 sight words in list of flash card form, teachers can write the words on to fish shaped paper and place them in a box with paper clips attached to each fish's mouth. Teachers can then have students place a magnet in the box to select a fish. When a fish is selected or "caught" the students can read and write the word selected.

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Common Core Standards

2.RF.3 Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words. 3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words. 3.b. Know spelling-sound correspondences for additional common vowel teams. 3.c. Decode regularly spelled two-syllable words with long vowels. 3.d. Decode words with common prefixes and suffixes. 3.e. Identify words with inconsistent but common spelling-sound correspondences. 3.f. Recognize and read grade-appropriate irregularly spelled words.

Staircase Goals

Reading Kindergarten High Frequency Words

By (date), when given a list of (50) priority high-frequency words, (name) will read (40 out of 50) target words aloud with fluency, during (4 out of 5) sight word activities, as measured by (teacher- charted records).

Letter Patterns Out of Context

By (date), when given a list of (15) words that include consonant blends, long vowel patterns and short vowel patterns, (name) will read (12/15) words aloud correctly producing clear and recognizable words in (4 out of 5 reading activities) as measured by (teacher-charted observations).

Recognize Common Words

By (date) when given (10) pictures of common signs, labels, and their own name, (name) will read each word out loud scoring (8/10) correctly read words in (2 out of 3) common word activities.

Reading First Grade Words with Irregular Spellings

By (date), when given a list of (100) priority first grade words with irregular spellings, (name) will read (80/100) target words aloud with automaticity in (4 out of 5 sight word activities) as measured by (teacher- charted records).

Reading Two-Syllable Words

By (date) when given a list of (20) regular two-syllable words, (name) will decode (16/20) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

Reading Letter Patterns in Context

By (date), when given a text that includes a total of (30) consonant blends, long and short vowel patterns, prefixes and suffixes, (name) will read aloud the text producing recognizable words for (24/30) words containing letter patterns correctly in (4 out of 5 reading activities) as measured by (teacher-charted observations).

Reading 2nd Grade Words with Irregular Spellings Current Goal

By (date), when given a list of (100) priority second grade words with irregular spellings, (name) will read (80/100) target words aloud with automaticity and in (4 out of 5 sight word activities) as measured by (teacher- charted records).

Reading Affixes

By (date), when given a list of (50) words containing prefixes and suffixes (name) will correctly read aloud (40/50) words in (4 of 5 consecutive trials) as measured by (teacher's running record of correct words read).

Two-Syllable Words with Long Vowels

By (date) when given a list of (20) regular two-syllable words with long vowels, (name) will decode (16/20) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

Reading 3rd Grade Words with Irregular Spellings

By (date), when given a list of (100) priority third grade words with irregular spellings, (name) will read (80/100) target words aloud with automaticity in (4 out of 5 sight word activities) as measured by (teacher- charted records).

Reading Words with Prefixes and Suffixes

By (date), when given a list of (50) words containing prefixes and suffixes (name) will correctly read aloud (40/50) words in (4 of 5 consecutive trials) as measured by (teacher's running record of correct words read).

Reading Multisyllabic Words

By (date), when given (20) multisyllabic words, (name) will read them in a manner that sounds like normal speech and correctly count the number of syllables, scoring (16 out of 20) words, as measured by (teacher-charted records or student work samples).

Decoding Letter Patterns in Context

By (date) when given a text that includes syllabication patterns and morphology (e.g., roots and affixes), (name) will decode the text with no more than (5) errors in (4 out of 5 reading activities) as measured by (teacher running record).

Reading Regular and Irregular Multisyllabic Words

By (date) when given a list of (20) regular and irregular multisyllabic words, (name) will decode (16/20) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

Reading Unfamiliar Multisyllabic Words

By (date) when given a list of (50) regular and irregular unfamiliar multisyllabic words, (name) will decode and count the number of syllables for (40/50) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

Referenced Strategies

  • Partner Reading

    Rather than reading independently, students can be divided into pairs or small groups and read the text aloud together or take turns reading...

  • Picture Choices

    A type of multiple choice adaptation where the student answers a question or prompt by selecting or sequencing the correct picture(s) (optio...

  • Peer Tutoring

    Peer tutoring is having peers actively involved with teaching each other and reinforcing learning of academic skills. With peer tutoring, th...

  • Peer Supports

    Peer supports are having peers involved and supporting each other in academic, social and emotional learning both in the classroom and durin...